SCHOOL DISTRICTS – STATEWIDE NOTED FCAT ANOMALIES
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Broward County Public Schools along with four of Florida’s largest school districts including, Miami-Dade, Duval, Hillsborough and Leon Counties, today held simultaneous news conferences to discuss a joint appeal to Florida Department of Education Commissioner Eric Smith noting significant anomalies in the Florida Comprehensive Assessment Test (FCAT).
In a letter signed by the superintendents of the five school districts, the leaders request that the release of the School Performance Grades along with No Child Left Behind (NCLB) Adequate Yearly Progress (AYP) designations be delayed until an expert study can be conducted and resolution is brought to all data concerns due to their potential impact on schools, teachers, parents and the community.
The districts all found, after conducting analysis of the data to examine annual performance and district trends, significant differences from 2009 in the FCAT results particularly in the area of learning gains. For example: Typically, about 20% of schools show some decline in 4th grade reading. However, this year approximately 65% of schools are showing a decline in 4th grade reading. While grade 4 best exemplifies what was found, there are additional irregularities between 2009 and 2010.
To assist in the review of data as soon as possible, the districts have offered open access to their collective research and assessment personnel to the state, which has occurred in the past when anomalies were suspected.
July 12, 2010
Dr. Eric J. Smith, Commissioner of Education
Florida Department of Education
325 W. Gaines Street
Tallahassee, Fl 32399-0400
Dear Dr. Smith:
After numerous conversations among district level data research teams, five of Florida’s
largest school districts, representing almost 40% of the students in the State, have noted
significant anomalies in the Florida Comprehensive Assessment Test (FCAT) results for the
2009/10 school year. We are particularly concerned about learning gains data, which may
adversely affect school performance grades, No Child left Behind (NCLB) Adequate Yearly
Progress (AYP) designations, and decisions regarding student placement, personnel
assignments, evaluations, and the deployment of resources. Given the gravity of the decisions
which hang in the balance, we strongly request a thorough review of this data as soon as
possible. To this end, we urge access to our collective research and assessment personnel, as
has occurred in the past when anomalies were suspected.
The State’s School Performance Grading System includes student learning gains in reading
and mathematics and student learning gains in the lowest 25% in reading and mathematics.
These student gains represent 50% of the total points earned on the School Performance
Grades and as such, any irregularities with this data may have serious consequences for the
School Performance Grade and AYP designation of a school.
After a review of the 2010 FCAT results, it has become apparent that there are substantial
decreases in learning gains components. Data analysis indicate that schools may be losing
between 10 and 30 points on the gains components, with some districts indicating losses as
high as 60·90 points. These losses are especially prominent in the lowest 25% reading gains
component. These drops are significant in the area of reading and are particularly severe in
elementary schools. These decreases are being seen across the state. In addition, the severity
of the decreases cannot be explained by normal year·to·year fluctuations. We suspect that at
a large number of elementary schools across the state the school grade will drop due
specifically to the loss of points in the reading gains and the lowest 25% reading gains
components. A large number of these losses are being seen at higher performing elementary
schools. Additional analysis are required to determine the full impact of these gain
irregularities on secondary schools for this year.
The impact of any discrepancy on student gains has real and substantial consequences for
students and teachers that go beyond the School Performance Grade and the determination of
AYP for a school. Student gains drive decisions on the reassignment of principals and
instructional staff. For example, under Differentiated Accountability intervention models
(Transformational or Turnaround), requirements indicate that teachers in reading and
mathematics may be “retained only if at least 65% of their students achieved learning gains on
average over a three year period.”
It is in the interest of preserving the integrity of Florida’s accountability system, which we
support, and maintaining the public’s confidence in the accountability process that we request
that the re lease of the School Performance Grades and NCLB, AYP designations be delayed
until an expert study can be conducted and resolution is brought to all data concerns due to
their serious impact on schools, teachers, parents and the community.
Your prompt consideration of this request is appreciated.
MaryEllen Elia
Superintendent of Schools
Hillsborough County Public Schools
Ed Pratt-Dannals
Superintendent of Schools
Duval County Public Schools
James F. Notter
Superintendent of Schools
Broward County Public Schools
Alberto M. Carvalho
Superintendent of Schools
Miami-Dade County Public Schools
Jackie Pons
Superintendent of Schools
Leon County Schools
